A Comparative Study of Online Teacher-Involved and Peer Interactive Learning: Chinese EFL Students' Perceptions and Practices

Autor/in	Chen, Chen
Titel	A Comparative Study of Online Teacher-Involved and Peer Interactive Learning: Chinese EFL Students' Perceptions and Practices
Quelle	In: Journal of Educational Technology and Online Learning, 2 (2019) 1, S.56-73 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Chen, Chen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2618-6586
Schlagwörter	Electronic Learning; Interaction; Peer Relationship; Teacher Student Relationship; Student Attitudes; Undergraduate Students; Learner Engagement; Student Participation; English (Second Language); Second Language Learning; Second Language Instruction; Instructional Effectiveness; Personal Autonomy; Foreign Countries; China + Suchen Sie Ihr Suchwort? Interaktion; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtserfolg; Individuelle Autonomie; Ausland
Abstract	This comparative study aims at exploring Chinese university English as a foreign language (EFL) students' perceptions and practice of two types of interactive learning: the teacher-involved one and the peer one, as well as the factors that may have impacts on their learning. Participants of the study were 32 Chinese EFL students enrolled in a university, being randomly divided into two groups. One group of students participated in teacher-involved interactive learning in an online context; the other group interacted with peers for learning while the teachers were not involved in learning activities. Data collection were administrated via students' online learning documents and semistructured individual interviews. It was found that students' perceptions and practice were different in two types of interaction. In teacher-involved interactive learning, participants were under the strong impacts of their teachers, and had more stable engagement in learning; while students in peer interactive learning were influenced by a wider range of factors, leading to their less stable participation and production in learning activities. Besides, EFL students were found to be more active in a teacher-involved learning context. Recommendations for future studies are provided on the base of these findings. (As Provided).
Anmerkungen	Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: dergipark.org.tr/en/pub/jetol
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01